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A Level Further Maths Enhanced Content Guidance
A Level Further Maths Enhanced Content Guidance
Level 3 Advanced
GCE in Further Mathematics (9FM0)
Contents
Paper 1 and Paper 2: Core Pure Mathematics....................................... 4
Paper 3 and Paper 4: Further Mathematics Options ........................... 20
Paper 3A: Further Pure Mathematics 1 .......................................................... 20
Paper 4A: Further Pure Mathematics 2 .......................................................... 25
Paper 3B: Further Statistics 1* .................................................................... 30
Paper 4B: Further Statistics 2 ...................................................................... 35
Paper 3C: Further Mechanics 1* ................................................................... 41
Paper 4C: Further Mechanics 2 .................................................................... 43
Paper 3D: Decision Mathematics 1* .............................................................. 48
Paper 4D: Decision Mathematics 2................................................................ 56
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Content of this document is based on the accredited version of Pearson Edexcel Level 3
Advanced GCE in Further Mathematics (9FM0) and includes enhanced content guidance to
accompany the specification document.
Our free support for the AS and A level Mathematics and Further Mathematics specifications
can be found on the Pearson Edexcel Mathematics website
(quals.pearson.com/Alevelmaths2017) and on the Emporium (www.edexcelmaths.com).
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1 1.1 Construct proofs To include induction proofs for Students need to understand the concept
using of proof by induction and be able to apply
Proof (i) summation of series
mathematical it in a variety of contexts. Proof by
induction. n induction in contexts other than those
e.g. show
r =1
r 3
= 14 n2 ( n + 1)2 listed in the guidance may be set.
Contexts include
sums of series, or For example:
divisibility and n
n( n + 1)( n + 2) (i) Simple recurrence relations
powers of
matrices.
show r (r + 1) = 3 If un+1 = 6un − 5 with u1 = 6,
r =1
(ii) divisibility e.g. show 32n + 11 is prove that un = 5 6n−1 + 1
divisible by 4 (ii) Differentiation
(iii) matrix products e.g. show 1 dn y
= ( −1) n ! x ( )
n − n+1
n If y= prove that
3 − 4 2 n + 1 −4 n
n
x dx
1 −1 = n
1 − 2n
2 2.1 Solve any Given sufficient information to deduce at
Complex quadratic least one root for cubics or at least one
numbers equation with real complex root or quadratic factor for
coefficients. quartics, for example:
(i) f(z) = 2z3 + 5z2 + 7z + 10
Solve cubic or Given that z + 2 is a factor of f(z), use
quartic equations algebra to solve f(z) = 0 completely.
with real
(ii) g(x) = x4 – x3 + 6x2 + 14x – 20
coefficients.
Given g(1) = 0 and g(–2) = 0, use algebra to
solve g(x) = 0 completely.
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Understand and
use the terms ‘real
part’ and
‘imaginary part’.
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z1
arg = arg z1 − arg z 2
z2
Knowledge of radians and compound angle
formulae is assumed.
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2 2.8 Understand de 1
Moivre’s theorem To include using the results, z+ = 2 cos
Complex z
numbers and use it to find
1
multiple angle and z– = 2i sin to find cos p, sin q and
continued z
formulae and sums
of series. tan r in terms of powers of sin , cos and
tan and powers of sin , cos and tan in
terms of multiple angles.
For sums of series, students should be able to
show that, for example,
1 + z + z 2 + ... + z n−1 = 1 + i cot
2n
where z = cos + i sin and n is a
n n
positive integer.
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3 3.5 Calculate Idea of the determinant as an area scale For 3 x 3 matrices the idea of the
Matrices determinants of factor in transformations. determinant as a volume scale factor in
2 x 2 and 3 x 3 transformations.
continued
matrices and
interpret as scale
factors, including
the effect on
orientation.
Calculate and use Students should be able to use a Candidates should use the most
appropriate method of finding the inverse
the inverse of calculator to calculate the inverse of a of a matrix.
non-singular 2 x 2 matrix. Questions will be phrased in such a way
matrices and 3 x 3 as to make clear if calculators should not
matrices. be used.
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(iv) 3 + 3 + 3
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4.4 Understand and use Students should be able to sum series such as
the method of n
1
differences for r (r + 1) by using partial fractions
summation of series r =1
including use of 1 1 1
such as = −
partial fractions. r (r + 1) r r + 1
4.5 Find the Maclaurin
series of a function
including the general
term.
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5 5.1 Derive formulae
for and calculate Both y 2 dx and x 2 dy are
Further calculus
volumes of
revolution. required. Students should be able to find a
volume of revolution given either Cartesian
equations or parametric equations.
2
1
either the integrand e− x dx, dx
is undefined at a 0 0 x
value in the range of
integration or the
range of integration
extends to infinity.
f ( x) dx
b
1
b−a a
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( px + qx + r )
Further calculus 2 −
−
1 the form 2 and
continued (a 2 − x 2 ) 2
and
( px + qx + r )
2 −1
(a 2 − x 2 ) −1 and be
able to choose
trigonometric
substitutions to
integrate associated
functions.
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6.5 Find the The perpendicular distance from Students may be asked to find the line of
intersection of a ( , , ) to n1 x + n2 y + n3 z + d = 0 is intersection of two planes.
line and a plane.
n1 + n2 + n3 + d
Calculate the
n1 + n2 + n3
2 2 2
perpendicular
distance between
two lines, from a
point to a line and
from a point to a
plane.
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7.2 Sketch curves with r The sketching of curves such as Questions will only be set where r > 0
given as a function r = p sec (α − θ), r = a,
of θ, including use of r = 2a cosθ, r = kθ, r = a(1 ± cosθ),
trigonometric r = a(3 + 2 cosθ), r = a cos2θ and
functions.
r2 = a2 cos 2θ may be set.
7.3 Find the area
enclosed by a polar
Use of the formula 12
r 2 d for
curve. area.
The ability to find tangents parallel to, or at
right angles to, the initial line is expected.
(e )
8 8.1 Understand the 1
definitions of For example, cosh x =
x
+ e− x
Hyperbolic 2
functions hyperbolic functions
sinh x, cosh x and
tanh x, including
their domains and
ranges, and be able
to sketch their
graphs.
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continued
inverse hyperbolic
functions and their 1 1 + x
domains and ranges. artanhx = ln , −1 x 1
2 1 − x
8.4 Derive and use the
logarithmic forms of
the inverse
hyperbolic functions.
(x + a2 )
1
−
and
2 2
(x − a2 )
1
−
and be
2 2
able to choose
substitutions to
integrate associated
functions.
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9.5 Solve differential f(x) will have one of the forms k e px, A + Bx,
equations of form p + qx + cx2 or m cos ωx + n sin ωx
y + a y + b y = f(x)
where a and b are
constants by solving
the homogeneous
case and adding a
particular integral to
the complementary
function (in cases
where f(x) is a
polynomial,
exponential or
trigonometric
function).
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2 2.1 Derivation and use of The derivation, for example, of the expansion The general form of the Taylor series
Further Taylor series. of sin x in ascending powers of (x − ) up to expansion of f(x) about x = k will be given in
calculus and including the term in (x − )3. the question.
e2 x − 1
to find limits. E.g. lim , lim
x →0 x3 x →0 x2
2.3 Leibnitz’s theorem. Leibnitz’s theorem for differentiating
products.
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2sin x − sin 2 x
x
a
E.g. lim , lim 1 +
x →0 x − sin x x →
x
2
1
E.g. cosec x dx, dx
3
1 + sin x − cos x
x
using t = tan .
2
3 3.1 Use of Taylor series For example, derivation of the series solution The general form of the Taylor series
Further method for series in powers of x, as far as the term in x4, of the expansion of f(x) about x = k will be given in
differential solution of differential differential equation the question.
equations equations. d2 y dy
2
+x + y = 0,
dx dx
dy
where y = 1, = 0 at x = 0
dx
3.2 Differential equations Differential equations reducible to the types
reducible by means of a as specified in section 9 of the A level Further
given substitution. Pure Mathematics content for papers 1 and 2.
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6 6.1 Numerical solution of The approximations The approximation formulae will be given
dy ( yn+1 − yn )
Further first order and second in the question.
dx
numerical order differential
methods equations. n h
dy ( yn+1 − yn−1 )
dx
n 2h
d2 y ( yn + 1 − 2 yn + yn − 1 )
2
dx n h2
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In + 2 = 2sin ( n +1) x + In
n +1
for In = sin nx dx
sin x
2.2 The calculation of arc The equation of the curve may be given in
length and the area of a Cartesian, parametric or polar form.
surface of revolution.
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2.3 The use of the Poisson When n is large and p is small the The normal approximation to a Poisson
distribution as an distribution B(n, p) can be distribution is not included.
approximation to the approximated by Po(np).
binomial distribution. Derivations are not required.
3 3.1 Geometric and negative Models leading to the distributions Students could be asked to find cumulative
Geometric binomial distributions. p(x) = p(1 − p) x−1
, x = 1, 2 ... probabilities using a negative binomial
and negative distribution using the relationship between the
and
binomial negative binomial and binomial distributions. For
distributions
x − 1 r example if Y~NegBin(r, p) and X~B(n, p) then
p(x) = p (1 − p) −
x r
r − 1 P(Y n) = P(X r)
x = r, r + 1, r + 2, ...
with parameter p.
p p
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4.2 Extend hypothesis Hypotheses should be stated in terms of p Hypothesis tests for the negative binomial
testing to test for the distribution are not required.
parameter p of a
geometric distribution.
5 5.1 Applications of the For a population with mean and variance When using the Central Limit Theorem as an
Central Limit Central Limit Theorem to σ 2, for large n approximation to a discrete distribution a
Theorem other distributions. continuity correction is not required.
2
X N ,
n
Applications may involve any of the
distributions in A level Mathematics or
A level Further Statistics 1
No proofs required.
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6 6.1 Goodness of fit tests Applications to include the discrete Applications involving the negative binomial
and Contingency uniform, binomial, Poisson and distribution are not required.
Chi Squared geometric distributions.
Tests Tables
Lengthy calculations will not be
The null and
required.
alternative
hypotheses.
The use of Students will be expected to determine Situations where Ei = 5 will generally be
the degrees of freedom when one or avoided.
n
(Oi − Ei )2 more parameters are estimated from
as an
Ei the data. Cells should be combined
i =1 when Ei < 5
approximate 2
statistic.
There will not be any demand for p-values in
Students will be expected to obtain p-
connection with Chi-squared tests though,
Degrees of freedom. values from their calculator or use unless the question specifically says otherwise,
tables to find critical values. they will be acceptable as an alternative to
using the tables.
7.2 Use to find the mean Proofs of standard results may be required. e.g. the use of the probability generating
and variance. functions for a standard distribution to find the
mean or variance.
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independent random
variables.
8 8.1 Type I and Type II Calculation of the probability of a Type I or
Quality of errors. Type II error. Use of Type I and Type II
tests errors and power function to indicate
effectiveness of statistical tests.
Size and Power of Test.
Questions will use any of the distributions in
A level Mathematics or A level Further
The power function. Statistics 1
*This paper is also the Paper 4 option 4B paper and will have the title ‘Paper 4, Option 4B: Further Statistics 1’.
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b
the cumulative P(a X ⩽ b) = f(x ) dx
distribution function a
for a continuous
Use of the cumulative distribution
random variable.
function
x0
F(x0) = P(X ⩽ x0 ) = − f( x )d x .
The formulae used in defining f(x) and the
calculus required will be consistent with the
level expected in A level Mathematics and
A level Further Mathematics.
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2 2.3 Mean and variance of The formulae used to define g(x) will be
Continuous continuous random consistent with the level required in A level
probability variables. Mathematics and A level Further Mathematics
distributions Extension of expected Questions may require candidates to use
value function to these calculations to assess the
continued suitability of models.
include E(g(X))
Mode, median and
percentiles of
continuous random
variables.
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2 2.1 Kinetic and potential Problems involving motion under a Questions will not involve the work done by
Work, energy energy, work and variable resistance and/or up and down a variable force.
and power power. The work- an inclined plane may be set.
energy principle. The
principle of
conservation of
mechanical energy.
3 3.1 Elastic strings and Strings and springs will be modelled as being
Elastic strings springs. Hooke’s law. light.
and springs 3.2 Energy stored in an Problems using the work-energy principle Students may be required to derive the formula
and elastic elastic string or spring. involving kinetic energy, potential energy and for the elastic potential energy stored in an
energy elastic energy may be set. elastic string or spring.
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4 4.1 Direct impact of Students will be expected to know and Students will be expected to be able to
Elastic elastic spheres. use the inequalities 0 e 1 (where e is appreciate the significance of the two
Newton’s law of the coefficient of restitution). special cases when e = 0 or when e = 1.
collisions in
one dimension restitution. Loss of The spheres may be modelled as particles.
kinetic energy due to
impact.
4.2 Successive direct The spheres may be modelled as Questions may be set in a variety of
impacts of spheres particles. contexts and could involve, for example,
and/or a sphere with finding the condition(s) for further impacts.
a smooth plane
surface.
5 5.1 Oblique impact of Problems will only involve spheres with the Questions may be set where the line of centres or
Elastic smooth elastic spheres same radius. Problems may be set in vector the fixed surface is not parallel to either
collisions in and a smooth sphere form. The spheres may be modelled as coordinate axis.
two with a fixed surface. particles.
dimensions Loss of kinetic energy
due to impact.
5.2 Successive oblique The sphere may be modelled as particle. Questions may be set where the fixed surfaces
impacts of a sphere with are not parallel to either coordinate axis.
smooth plane surfaces.
*This paper is also the Paper 4 option 4C paper and will have the title ‘Paper 4, Option 4C: Further Mechanics 1’.
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1 1.1 Angular speed. v = r . Problems involving the ‘conical Questions may be set in a variety of contexts
Motion in a Uniform motion of a pendulum’, an elastic string, motion on a e.g. the particle is attached to two strings and
circle particle moving in a banked surface, as well as other is moving in a horizontal circle, the particle is
horizontal circle. contexts, may be set. moving in a horizontal circle on a rough
Radial acceleration in horizontal plane, the particle is moving in a
circular motion. horizontal circle on the smooth inner surface of a
cone or a hemisphere etc.
v2
The forms r 2 and
r
are required.
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1 1.2 Motion of a particle in a Questions may be set which involve complete Questions may be set in a variety of contexts
Motion in a vertical circle. Radial and or incomplete circles. where the particle can move off the circle e.g.
circle tangential acceleration in the particle is attached to a string or cannot
circular motion. Kinetic move off the circle e.g. the particle is attached
continued
and potential energy and to the end of a light rod.
the conservation of Students may be required to derive the
energy principle applied conditions for the particle to make complete
to motion in a vertical circles.
circle.
Questions may involve incomplete circles
followed by projectile motion.
Questions may involve finding the magnitude
and direction of the acceleration of a particle
moving in a vertical circle.
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2 2.2 Centre of mass of The use of an axis of symmetry will be Questions could involve a variety of
Centres of uniform plane figures, acceptable where appropriate. Use of contexts e.g. plane figures that are folded.
mass of plane and of composite integration is not required.
figures plane figures. Questions may involve non-uniform
continued
Centre of mass of composite plane figures/frameworks.
frameworks. Figures may include the shapes referred
Equilibrium of a plane to in the formulae book. Unless
lamina or framework otherwise stated in the question, results
under the action of given in the formulae book may be
coplanar forces. quoted without proof.
3.2 Equilibrium of rigid To include Questions will be set in a variety of contexts e.g.
bodies under the action a composite body held in equilibrium by one or
(i) suspension of a body from a fixed point,
of coplanar forces. more forces.
(ii) a rigid body placed on a horizontal or
inclined plane.
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4 4.1 Newton’s laws of motion, The solution of the resulting equations will be
Further for a particle moving in consistent with the level of calculus required in
dynamics one dimension, when the A level Mathematics and Further Mathematics.
applied force is variable. Problems may involve the law of gravitation,
i.e. the inverse square law.
4.2 Simple harmonic motion. Proof that a particle moves with simple Questions could involve one or more elastic
harmonic motion in a given situation may be strings or springs.
required (i.e. showing that x = − 2 x ).
Oscillations of a particle Students will be expected to be familiar with Standard formulae can only be quoted if it is
attached to the end of standard formulae, which may be quoted given in the question that the motion is simple
elastic string(s) or without proof. harmonic.
spring(s).
If this not the case, a candidate would first need
e.g. to prove SHM before quoting these formulae.
Kinetic, potential and
x = a sin t , x = a cos t , Questions could involve incomplete oscillations.
elastic energy in the
2
v2 = 2 ( a2 − x2 ) , T =
context of SHM.
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1 1.1 The general ideas of The meaning of the order of an Students are not expected to learn or
Algorithms algorithms and the algorithm is expected. Students will be memorise the order of any standard
and graph implementation of an expected to determine the order of a network problems. Students will be given
theory algorithm given by a given algorithm and the order of sufficient information in the question to
flow chart or text. standard network problems. determine the order of a given algorithm,
or the order of a standard network
problem. If the order of a standard network
is required, then the order will be given in
the question.
1.2 Bin packing, bubble When using the quick sort algorithm, the For ‘Bin packing’ students should be
sort and quick sort. pivot should be chosen as the middle familiar with both the first-fit and first-fit
item of the list. decreasing algorithms and the full bin
method.
Unless the question states otherwise, when
applying the bubble sort algorithm students
should start at the left-hand end of the list
and work from left to right. Furthermore,
for the bubble sort algorithm, unless the
question states otherwise, only the list at
the end of each pass needs to be shown
(and not the individual comparisons and
swaps within each pass).
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2 2.2 Dijkstra’s and Floyd’s When applying Floyd’s algorithm, unless For Dijkstra’s algorithm students need only
algorithm for finding directed otherwise, students will be expected replace a working value if the new working
Algorithms on the shortest path.
graphs to complete the first iteration on the first row value is smaller than the current working
of the corresponding distance and route value. Students are reminded that when
continued
problems, the second iteration on the second applying Dijkstra’s algorithm, working
row and so on until the algorithm is values that have been replaced should not
complete. be crossed out.
Questions on both Dijkstra’s and Floyd’s
algorithm may contain directed arcs.
Candidates may be required, when applying
Floyd’s algorithm, to only complete one of the
matrices (distance or route), and not necessarily
both.
For Floyd’s algorithm in a directed network the
convention in reading the initial (or any
subsequent) distance matrix is that the entry in
row X, column Y will correspond to the distance
from X to Y at that stage of the algorithm.
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3.2 The practical and The use of short cuts to improve upper bound When using short cuts students are reminded
classical Travelling is included. that they must start from the initial upper bound
Salesman problems. (found by doubling the weight of the minimum
The classical problem for spanning tree) and explicitly state which arcs
complete graphs they are either adding or removing from their
satisfying the triangle initial upper bound.
inequality.
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4.3 Algorithm for finding Calculating the lower bound for the
the critical path. number of workers required to complete
Earliest and latest the project in the shortest possible time
event times. Earliest is required.
and latest start and
finish times for
activities.
Identification of
critical activities and
critical path(s).
4.4 Calculation of the Each activity will require only one The calculation of the independent or
total float of an worker. interfering float for an activity is not
activity. Construction required.
of Gantt (cascade)
charts.
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5.4 The two-stage Simplex Problems will be restricted to those with a Examples of setting up the equation constraints
and big-M methods for maximum of four variables (excluding slack, and objectives using both methods:
maximising and surplus and artificial variables) and four Example 1 – two-stage maximisation
minimising problems constraints, in addition to any non-negativity
Maximise P = 2 x + 4 y − 3z
which may include both conditions.
and constraints. subject to: 3x + 2 y + z 35
2x + y 5
−3x + y + 5z 15
x 0, y 0, z 0
Becomes:
3x + 2 y + z + s1 = 35
2 x + y − s2 + t1 = 5
−3 x + y + 5 z − s3 + t2 = 15
P − 2x − 4 y + 3z = 0
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I + t1 + t2 = 0
I + x − 2 y − 5 z + s2 + s3 + 20 = 0
Q + (2 + M ) x + 2(2 − M ) y − (3 + 5M ) z + M s2 + M s3
= −20M
*This paper is also the Paper 4 option 4D paper and will have the title ‘Paper 4, Option 4D: Decision Mathematics 1’.
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1.2 Use of the stepping- The ideas of dummy locations and degeneracy
stone method for are required.
obtaining an improved Students should identify a specific entering cell
solution. Improvement and a specific exiting cell.
indices.
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2 2.1 Cost matrix reduction. Students should reduce rows first. Questions may ask students to reduce
Allocation columns first.
(assignment) Use of the Hungarian Ideas of a dummy location is required.
problems algorithm to find a The adaption of the algorithm to manage When dealing with incomplete data a
least cost allocation. incomplete data is required. finite value that is greater than the
largest value currently in the (incomplete)
table should be used. For example, if the
largest value in the table is 48 then a
value of at least 49 (but not ∞) should be
used in all the blank cell(s).
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3 3.1 Cuts and their Only networks with directed arcs will be
Flows in capacity. considered.
networks 3.2 Use of the labelling The arrow in the same direction as the arc
procedure to augment will be used to identify the amount by
a flow to determine which the flow along that arc can be
the maximum flow in increased. The arrow in the opposite
a network. direction will be used to identify the
amount by which the flow in the arc could
be reduced.
3.4 Multiple sources and Problems may include vertices with restricted
sinks. capacity.
Vertices with restricted
capacity.
3.5 Determine the optimal Problems may include both upper and lower If there is a maximum and minimum capacity
flow rate in a network, capacities. associated with an arc this will be written on
subject to given each arc as (a, b) where a is the lower capacity
constraints. and b the upper capacity. A single value on an
arc will represent the upper capacity only (and
it can therefore be assumed that the
corresponding lower capacity is zero).
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4 4.1 Principles of dynamic Students should be aware that any part of the
Dynamic programming. Bellman’s shortest/longest path from source to sink is
programming principle of optimality. itself a shortest/longest path, that is, any part
of an optimal path is itself optimal.
Stage variables and Both network and table formats are required.
State variables. Use of
tabulation to solve
maximum, minimum,
minimax or maximin
problems.
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( )
In both cases, if g n takes any other
form than those stated above, then the
form of the particular solution will be
given to the students.
Students may be required to use a given
substitution to reduce a recurrence
relation to one of the forms stated above.
The general solution of the recurrence
relation should be given in the form
un = C.F.+P.S. where C.F. is the
complementary function (the solution of
the homogeneous recurrence relation)
and where P.S. is a particular solution.
Questions may be asked that require the
finding of (i) the general solution for u n
(so this will include unknown arbitrary
constant(s)) or (ii) the solution for u n (in
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7 7.1 Use, construct and Students should be familiar with the terms:
Decision interpret decision trees. decision nodes, chance nodes and pay-offs.
analysis 7.2 Use of expected
monetary values (EMVs)
and utility to compare
alternative courses of
action.
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